Tài liệu Family Life Education: Teaching Youth about Reproductive Health and HIV/AIDS ppt

Getting StartedPurpose of the Session The purpose of this session is to help the participants feel comfortable with each other and begin to form a group identity for the youth program th

from a Christian Perspective

Family Life Education:

Teaching Youth about

Reproductive Health and HIV/AIDS

Family Life Education:

Teaching Youth about

Reproductive Health and HIV/AIDS from a Christian Perspective

Family Health International

Family Life Education: Teaching Youth about Reproductive Health and HIV/AIDS from

a Christian Perspective was developed by Family Health International (FHI)/YouthNet

Similar manuals for adults from a Christian and Muslim perspective are also available.Writer: Jane Schueller, FHI/YouthNet

Technical Assistance: Ed Scholl and Hally Mahler, FHI/YouthNet

Editor: William Finger, FHI/YouthNet

Design, Layout, and Copyediting: Karen Dickerson, FHI

YouthNet is a five-year program funded by the U.S Agency for International

Development (USAID) to improve reproductive health and prevent HIV among young people The YouthNet team is led by FHI and includes CARE USA and RTI International This publication is funded through the USAID Cooperative Agreement with FHI for YouthNet, No GPH-A-00-01-00013-00 The information contained in the publication does not necessarily reflect FHI or USAID policies

© 2006 by Family Health International

ISBN: 1-933702-04-4

Family Health International, YouthNet Program

2101 Wilson Boulevard, Suite 700

Arlington, VA 22201 USA

1.703.516.9779 (telephone)

1.703.516.9781 (fax)

www.fhi.org/youthnet

Step 2 Introduction to the CFLE-Y Program 14

Step 5 Let’s Get to Know Each Other More 16

Step 7 What We Will Learn from the CFLE-Y Program 17

Step 7 Consequences of Poor Self-esteem 26 Step 8 Problem-Solving with a Partner 26

Session 4 Building Healthy Relationships 7

Step  Understanding Ourselves Even More 60 Step 4 Talking More about Sexual Activity 62

Session 7 Communicating and Making Decisions 67

Session 9 Pregnancy Prevention 95

Step 2 How Does a Woman Become Pregnant? 96

Session 10 Sexually Transmitted Infections and HIV/AIDS 10

Step 7 More about Mother-to-Child Transmission 11 Step 8 Getting Tested and Treated for HIV 114 Step 9 The Stigmatized and Stigmatizer 117 Step 10 Living with HIV/AIDS in Your Community 118

Session 11 Defending Myself from Danger 12

Step 5 The Lesson of Lot’s Daughters 127

Step 7 Why People Abuse Alcohol and Drugs 128 Step 8 Defining Sexual Violence and Abuse 129

Step 10 Protecting Myself from Sexual Violence and Abuse 11

Session 12 Bringing It All Together 1

Family Health International (FHI)/YouthNet is committed to the ideal that young people have a right to access reproductive health and HIV/AIDS information and services, which leads to greater understanding of their own bodies and sexuality FHI/YouthNet is currently working around the world to improve the reproductive health and HIV prevention behaviors of youth ages 10 to 24

The manual aims to empower youth to avoid the consequences of unplanned nancy, sexually transmitted infections, and HIV/AIDS Specifically, this curriculum

preg-is designed to asspreg-ist Chrpreg-istian faith-based institutions in preparing young people to gain the knowledge, attitudes, and skills they need to understand their reproductive health and make healthy and responsible sexual decisions

While the manual reflects and builds on the work of other youth curricula, FHI/YouthNet is particularly indebted to the work of several faith-based institutions

in Namibia who provided the inspiration for the creation of this tool to support young people in the Christian community: Change of Life Style (COLS) Project, the Evangelical Lutheran Church in Namibia (ELCIN), and the German Evangelical Lutheran Church (GELC) They graciously allowed us to draw on the two curri-cula that they have developed over the past three years, with support from FHI/YouthNet and the U.S Agency for International Development (USAID)/Namibia

In 2004 and 2005, field-testing of various sections of this manual took place in Namibia as part of activities with COLS, ELCIN, and GELC FHI/YouthNet greatly appreciates the many adult facilitators and young people in the Oshana, Khomas, and Erongo regions of Namibia who participated in the field-testing

We are especially grateful to the staff of FHI/Namibia: Rose de Buysscher, Taimi Amaambo, Brian Goercke, and Lucy Steinitz Their support of this global publica-tion and technical assistance with early drafts were invaluable

FHI/YouthNet is thankful for the energy and dedication of those staff involved

in providing a technical review of the manual: William Finger, JoAnn Lewis, Hally Mahler, and Ed Scholl Their feedback and valuable comments helped to strengthen the curriculum

We are also grateful to USAID for its generous support and funding of this project and for the important guidance and insight they provided in the development of the manual In particular, the authors wish to acknowledge Ann Lion and Mahua Mandal, FHI/YouthNet’s Cognizant Technical Officer and Reproductive Health Technical Advisor, respectively, for their review of the final product

Many thanks go to Karen Dickerson of FHI for her work in copyediting the ual and creating its graphic design We are grateful for her commitment and vision and for the great care and high level of professionalism with which she carried the project through to its final stage

man-Finally, our deepest gratitude goes to the facilitators who will use this manual in their work with young people We hope our efforts will assist them to have an immediate and long-lasting impact on the reproductive health and well-being of youth worldwide

Why a Faith-based Curriculum for Youth?

The church has long been a safe environment that organizes and sponsors

activities for young people Christian institutions are places where moral values

are formed and strengthened, self-esteem is cultivated, and life’s lessons are

taught using the Bible

In the public health field, research has found that a connection to religion is a

protective factor for youth in terms of healthy behaviors in the future Youth

often go to church and expect direction and leadership from adults Yet, many

Christian communities lack training curricula or other resources to guide and

teach youth about reproductive health and HIV/AIDS

To address the needs of faith-based organizations to reach youth with

effec-tive reproduceffec-tive health and HIV/AIDS training materials, FHI/YouthNet has

produced Family Life Education: Teaching Youth about Reproductive Health

and HIV/AIDS from a Christian Perspective This manual has two purposes:

1) to educate youth about reproductive health and HIV/AIDS issues; and 2) to

provide adult facilitators with an evidence-based training resource that helps

them to communicate more effectively with youth about these issues, within

the context of shared faith

The manual is intended to encourage open discussion about sexuality,

reproduc-tive health, and HIV/AIDS within a faith-based environment It provides a forum

for youth to clarify Christian values about reproductive health and HIV/AIDS

prevention, care, and treatment, while

provid-ing accurate technical information on these

topics It is not designed to promote religion

Because discussing sexuality with young

peo-ple is taboo in many communities,

includ-ing faith communities, the manual includes

many Bible passages as a way to frame

dis-cussions in language that is comfortable to

Christians The Bible passages are optional

and may help youth and adult facilitators

reflect on challenging issues They are not

put forward as evidence of a particular point of view or public health

informa-tion Bible passages have different meanings to different readers and should be

used as one method of reflecting on the material presented in this curriculum

The manual is intended for use by any church or organization wanting to build

the knowledge, attitudes, and skills of young people related to reproductive

health and HIV/AIDS Appropriate participants for the training program are

youth ages 10 to 16 Potential adult facilitators include pastors, priests,

dea-cons, nuns, religious teachers, youth leaders, choir leaders, and parents

Source for Bible Passages

All Bible passages used in this manual are from

the New International Version Bible, completed

in 1978 and revised in 1984 This translation was completed by more than 100 scholars working from the best available Hebrew, Aramaic, and Greek texts It is widely accepted for its clarity and ease of reading.

Christian-based organizations are encouraged to sponsor the use of this

manual as a way to help meet the needs of young people in their communities

Implementation of this curriculum has the potential to help youth maintain or

positively change their reproductive health and HIV prevention behaviors, seek more services, develop positive attitudes, and improve self-esteem The manual may also help to stimulate dialogue in the communities in which it is used

Structure of the Manual

The manual contains 12 sessions Each session is devoted to a particular topic:

Session 1 Getting Started

Session 2 Who Am I?

Session 3 What Are My Values?

Session 4 Building Healthy Relationships

Session 5 My Changing Body

Session 6 Sex and Sexuality

Session 7 Communicating and Making Decisions

Session 8 Saying No to Sex

Session 9 Pregnancy Prevention

Session 10 Sexually Transmitted Infections and HIV/AIDS

Session 11 Defending Myself from Danger

Session 12 Bringing It All Together

Each session contains:

l Purpose of the Session — Brief explanation of the overall goal of the session.

l Session Time — Schedule to

guide the length of the session

Depending on the number of

participants and other factors,

the time needed for each activity

could vary Most sessions should

take between two to four hours

to complete It is important to work at the pace of the participants

l Objectives — Specific skills and abilities the participants will gain from the

session

l Materials — Items that need to be gathered before the session.

l Before You Begin — Directions for what to do before starting the session.

l Steps — Separate activities that comprise the session and should be

fol-lowed in order Instructions are provided for each step The number of

steps for each session varies However, every session includes a “Welcome

and Reflection,” “Take-Home Messages” (points to review with the pants at the end of the session), and “Closing.”

partici-l Notes — Special notes for the facilitator on how to present certain steps.

Note: The sessions vary in length Be aware of this fact as you plan the amount of time for each meeting — some sessions may need to be divided into two parts.

Depending on the time available, the best way for the manual to be taught is over a series of weeks Ideally, participants will meet once or twice per week over the course of two to four months Each session should be followed in consecutive order, but the amount of time between each session can vary based

on program needs

Some of the material discussed in this manual is sensitive, and participants will likely want privacy Where you choose to hold the sessions is critical If possible, select a quiet, safe place where the participants will not be viewed, overheard, or interrupted by outsiders Use a room that:

l Holds 20 to 30 participants

l Has chairs for each participant and tables or desks on which to write

l Has space for participants to move around

l Has walls on which to post flip chart paper

l Has a stand or place on which to write or post flip charts

Try to ensure that the sessions are held at a location convenient to participants’ homes We strongly encourage providing snacks and drinks to motivate the participants and keep their energy levels high

Before each session, prepare the specific materials, flip charts, and photocopies listed at the beginning of each session

As you prepare to implement the curriculum, remember that the material was developed for a global audience It is intended to be adapted as needed and as appropriate to the local environment, cultural context, and specific needs of youth You may also choose to translate some parts into a local language

Facilitation Tips and Techniques

Talking with young people about the process of growing up takes courage In many societies, people are taught not to discuss subjects such as sex, sexuality, and reproductive health But, not talking about them can lead to more myths and misinformation To make this program a success, you need to overcome any fears

or discomforts you may have about discussing sex, sexuality, the human body, reproductive health, and HIV/AIDS Doing so will contribute toward creating an atmosphere of openness and trust for participants Much of the manual consists

of involving participants in the following kinds of activities: brainstorming, group discussions, role-plays, small-group exercises, stories, and games Before beginning to work with this manual, you should prepare yourself Below are some recommendations to help you successfully implement this course:

large-l Identify and understand the beliefs and values of youth participants

and yourself Do you remember how it felt to be a young person? Do

you remember what it was like to learn about sex and sexuality? Think about what participants must be feeling as they grow up Pay attention

to your own beliefs and values Doing so will make you a much more effective facilitator.

l Create a nonjudgmental environment where participants’ values are

respected Accept all participants’ comments and questions Let them know

that their concerns and opinions are valid and worthwhile

l Be enthusiastic Help young people develop positive and healthy attitudes

about sex, sexuality, the human body, reproductive health, and HIV/AIDS

by setting the tone of the learning experience Maintain a positive approach

to the normal process of growing up No matter how objective adults are trying to be, youth notice negative feelings and attitudes How something is presented is often more powerful than what is said

l Always be prepared Before each session, read all the session steps and

content This will help you to prepare for any questions about a particular topic Do not be afraid to say that you do not know something, and offer

to find out

l Help to make participants feel comfortable Avoid causing anyone

poten-tial embarrassment Do not make participants answer a question that they feel uncomfortable answering Ask the participants to share their own experiences, examples, and testimonies as much as possible Check with participants throughout the sessions to ensure understanding

l Be flexible in your facilitation Keep to the schedule but adjust as needed

Be willing to incorporate unplanned but highly valuable discussions, which may require that other activities are shortened

l Provide opportunities for participants to ask questions anonymously For

some participants, this is the easiest way to express their concerns One way to do this is to give participants time to write down questions and deposit them in a “Question Box.” Then answer the questions later for the entire group

l Identify resource persons If you are not comfortable facilitating a

par-ticular topic, or feel you do not have adequate information, invite a guest speaker to the session Examples include a doctor, nurse, HIV-positive person, recovering drug or alcohol addict, or pastor from your church

Boys and Girls: Together or Separate?

All of the sessions are designed to maximize the participation of boys and girls together However, some of the topics in this manual can be difficult to discuss,

such as Session 5 My Changing Body Separating boys and girls for such

ses-sions may enable them to feel more comfortable talking about their specific tions and concerns After reading this manual, you might believe that boys and girls should be separated in some or all of the other sessions In many cultures, girls and boys, and men and women, traditionally do not talk about sexuality and reproductive health issues with each other In such settings, both boy and girls will likely be embarrassed to speak or participate in the activities together Therefore, you may decide to conduct the sessions with girls and boys separately

ques-Promoting participation should be your first priority Whether this means separating boys and girls for the whole or part of the manual is your deci-sion and should be based on the culture and society in which you are lead-ing this program.

Keeping the Community Informed

Keeping parents, community members, and other stakeholders informed about the program from start to finish is essential Describing how the program began and what the goals of the program are will help them to better understand what is taught and what messages young people are receiving It is critical that adults and youth in the community also understand that providing young people with age-appropriate, factual information within the context of their faith and values will help to build healthier relationships and stronger families

Session 1 Getting Started

Purpose of the Session

The purpose of this session is to help the participants feel comfortable with

each other and begin to form a group identity for the youth program that

is based on the curriculum, Family Life Education: Teaching Youth about

Reproductive Health and HIV/AIDS from a Christian Perspective, also called

the CFLE-Y program

l Prepared flip chart for Step 7 (page 17)

l Bible (for reference)

Before You Begin

l Carefully read all content for the session

l Read each step of the session Think about how you will present each step

and what materials you will need

l Identify which steps will need to be prepared in advance and complete the

necessary tasks

l Review any additional information that will help you to better prepare for

the session

l Check local resources for materials related to this session that could be

distributed to youth — be proactive!

Objectives

By the end of the session, participants will be able to:

l Identify the names of fellow participants

l Briefly describe the CFLE-Y program

l Name at least three ground rules

l List their expectations for the CFLE-Y program

2 hours

10 mins

Step 1 Welcome and Reflection (5 minutes)

1 Welcome the participants and thank them for coming Let them know that you are so happy that they have come to the session

2 Tell the participants that you will begin with a passage from the Bible:

As the Father has loved me, so have I loved you Now remain in my love If you obey my mands, you will remain in my love, just as I have obeyed my Father’s commands and remain in his love I have told you this so that my joy may be in you and that your joy may be complete

com-My command is this: Love each other as I have loved you John 15:9–12

3 Ask the participants what this passage is about and what it intends to teach us After hearing a few responses, explain that the passage tells us that

we should accept and love each other just

as God loves and accepts us To do this, we need to get to know each other and begin trusting each other This will be the focus of Session 1

4 Open the session with a short song or reflection

Step 2 Introduction to the CFLE-Y Program (5 minutes)

1 Explain to the participants that the CFLE-Y program is a Christian life skills program for young people between ages 8 to 16 years

2 Explain that each session has specific take-home messages for the ticipants Let them know that during the next several sessions, they will go through the entire CFLE-Y program, and after they have completed all of the sessions, they will have the knowledge and skills needed to become responsible young people Emphasize to the participants that it is important that they not miss any session, if possible Encourage the participants to come to every ses-sion, and, assure them that if they do, they will learn a lot and have fun

par-Describe to the participants how the CFLE-Y program will teach them tant skills for taking good care of themselves It will also help them to become confident in talking to other people (such as friends, family, teachers, and schoolmates) about their thoughts, opinions, values, and feelings It will teach them about important topics, such as relationships, puberty, sexuality, commu-nication, decision-making, pregnancy prevention, HIV/AIDS, and abstinence Let the participants know that during the program, they will have many oppor-tunities to play games, sing songs, draw pictures, learn about the Bible, hear good stories, and much, much more!

impor-Note: Remember, this is your first contact with the

youth, so you will want to make the best

impres-sion possible Be enthusiastic about the program

If you are passionate and excited, the participants

will be eager to learn and return for the following

sessions Positive energy is key!

Step 3 Let’s Introduce Ourselves (15 minutes)

1 Explain to the participants that they will now have an opportunity to get to

know each other better Some of the participants may have met before, while

others may not This session will help them to talk, share, laugh, and learn

together in a positive, happy environment Explain that one way to begin this

process is for the participants to share names and tell the group something

about themselves

Go around the room, and ask each

partici-pant to say his or her name and something

they like to do for fun For example, a

par-ticipant might say: “My name is John, and I

like to spend time with my family watching

television;” or “My name is Mary, and I like

to study science in school.” The facilitator

should start this exercise

2 After all participants have spoken, ask

them to move around the room and shake

hands with five other participants whom they have never met Allow the group

a few minutes to make contact with each other, and make sure that no one is

left out

Step 4 Setting Ground Rules (25 minutes)

1 To make the best of the time together and to work in harmony, tell the

participants that they need to set some rules for how they will interact with

each other Ask the participants to sit in a circle Then, ask them to call out

rules that they would like the group to follow As each rule is called out, write

it down on the flip chart paper Be sure to add any important rules that the

par-ticipants may not mention, but always ask the parpar-ticipants if it is okay for you

to add a rule

2 Below are sample ground rules that

should be listed on the flip chart paper:

l Do not talk when someone else is

talking

l Be kind and friendly to each other

l Keep anything shared here confidential;

do not discuss personal information outside the group

l Respect and support each other

l Do not laugh at someone when they talk

l Value all ideas and opinions equally, whether expressed by boys or girls

l Listen to what others have to say

Note: As participants say their names, be sure

to write them down in your attendance record Also, some young people may be too shy to speak

up now or to speak at all Do not force them to talk, as they may need additional time to get acquainted with everyone Help them to relax by standing near them and asking them their name and what they like to do for fun Encourage them

to join the session.

Note: Be sure to keep a copy of the “Ground Rules” flip chart for future use At the beginning of each session, gently remind the participants about the rules to which they have agreed in order to make each session as fun and participatory as possible.

l Accept that questions may be asked at any time and that there is no such thing as a stupid question.

l If you want to speak, raise your hand and wait to be called upon

3 After the rules have been written down, read them out loud so that one is clear about what they mean Then, ask the participants if they agree with all of the ground rules and to show agreement by raising their hands Tell participants that you will post these rules at each session so that everyone can remember them

every-Step 5 Let’s Get to Know Each Other More (30 minutes)

1 Remind the participants that today’s session is about getting to know each other better Thus, the purpose of the next game is to help the participants remember names, learn more about each other, and begin to feel as part of the group

2 Divide the participants into pairs If there is an odd number of participants, the facilitator can be someone’s partner When everyone has a partner, tell the group that each person should think of a number between one and four Then, ask each participant to introduce himself or herself to the partner and tell the number they chose

Next, tell the participants that they have to tell their partners the same number

of things about themselves as the number they chose For example, if someone picks the number three, she or he must tell the partner three things about them-selves (such as age, number of brothers or sisters, favorite place in the world, favorite food, favorite school subject, favorite sport, etc.) Provide sheets of paper and pens or pencils to the participants who wish to write answers down

3 After about five to 10 minutes, ask everyone to rejoin as a group Have each participant introduce his or her partner to the group and share what was learned about that partner

Step 6 What Are My Expectations? (20 minutes)

1 Ask the participants why they came to this session How did they learn about

it — was it through a parent, brother, sister, friend, or pastor? After taking a few responses, ask them what they thought would happen when they first entered the room? Did they have any expectations? Did they have any worries or fears? Ask the participants to share what they hope to get from the CFLE-Y program Go around the room so that everyone has a chance to share one expectation Be sure

to stress that there are no wrong answers Write responses on flip chart paper and be sure not to make any comments about the expectations as you hear them

2 After everyone has had a chance to speak, go through the list with the participants and identify any expectations that will be met by the CFLE-Y program by putting a check mark next to that expectation with a marker

For those that will not be met, explain why not The objectives for the whole

CFLE-Y program are listed in Step 7, which will assist you with this activity

Step 7 What We Will Learn from the CFLE-Y Program

(10 minutes)

1 Explain to the participants that they will learn many new things during the CFLE-Y program These include the topics listed below, which should be written

on flip chart paper ahead of time:

2 Explain to the participants that the CFLE-Y program has 12 sessions which will cover the above topics Tell them that every time you meet, you will do a full or half-session

3 At the end of this activity, ask the participants if they have any questions or concerns related to the CFLE-Y program

4 Stress to the participants that in order for them to learn about all of these topics, it is important that they attend every session

l How to talk more openly with your friends, family, teachers, pastors,

school-mates, etc.

l How to accept yourself and be proud of who you are

l How to identify and discuss your personal values, family values, and religious

values with others

l How to develop positive relationships

l How to find good friends and avoid people who might have a bad influence

on you

l How to communicate confidently and say no to peer pressure and offers you do not want

l How your body works and how to take care of yourself

l How to avoid becoming pregnant

l What sexually transmitted infections (STIs) and HIV/AIDS are and how to avoid getting these diseases

l How to help and support people who are infected and affected by HIV/AIDS

l What alcohol and drug abuse are, their consequences, and how to avoid these dangers

l What sexual violence and abuse are and how to avoid them

l How to protect yourself and abstain from sex

Step 8 Circle Sits Down (10 minutes)

1 Ask the group to stand closely in a circle Get everyone to turn to their right so they face the back of the person in front of them Then, ask partici-pants to put both of their hands on the shoulders of the person in front of them Ask everyone to count “1, 2, 3” together, followed by the word “sit.” When the word “sit” is spoken, everyone should sit down carefully on the lap

of the person behind them If the group is very coordinated, they might even be able to shuffle (walk) a little way while in this position If necessary, the group can do the exercise two or three times

2 After completing the activity, ask the participants what they learned from the exercise Explain to the participants that the purpose of the exercise was to build trust among the group and help the participants feel more comfortable with each other It also showed the importance of cooperating with one other

Step 9 Take-Home Messages (5 minutes)

1 Close the session by stressing the following:

l For the CFLE-Y program to succeed, participants need to get to know each other and begin to trust each other This will help make the CFLE-Y program

l It is important that participants try to attend every session, if possible

2 Before ending, ask if the participants have any questions about what was discussed Clarify and answer any questions or concerns that may arise

Step 10 Closing (5 minutes)

1 Share with the participants how excited you are about the CFLE-Y

program, and thank them for coming Tell them you hope they are looking forward to the next session! Ask the participants to share with others what they have learned today

2 Remember to invite the participants to the next session and give the place and time

3 End the session with a short song or reflection

Session 2 Who Am I?

Purpose of the Session

The purpose of this session is to help the participants understand the factors

that influence self-esteem and how self-esteem affects decision-making

Materials

l Flip chart stand and paper

l Markers

l Tape

l Box and mirror (place the mirror inside the box before the session starts,

and have it at the front of the room for Step 1)

l Prepared flip chart for Step 3 (page 21)

l Blank sheets of writing paper

l Pens or pencils

l Copies of role-plays for Steps 5 and 6, given to four volunteers before the

session in order for them to practice their parts (pages 23–25)

l Index cards (or small pieces of paper) with “Tips for Good Self-esteem”

written on them (page 27)

l Bible (for reference)

Before You Begin

l Carefully read all content for the session

l Read each step of the session Think about how you will present each step

and what materials you will need

l Identify which steps will need to be prepared in advance and complete the

l Describe signs and feelings of good and poor self-esteem

l Explain how self-esteem relates to behavior and decision-making

l Explain how good self-esteem helps protect one’s body, mind,

l Check local resources for materials related to this session that could be

distributed to youth — be proactive!

Step 1 Welcome and Reflection (10 minutes)

1 Welcome the participants and thank them for coming Let them know that you are so happy that they have come to the session

2 Ask if there are any new people joining for the first time If so, ask them to introduce themselves and give them a special welcome Tell them you are glad

they have joined the group

3 Explain to the participants that

today you will be talking about

something very special But, you

can-not tell them about this very special

thing — it is something they must

discover for themselves Tell them

that if they look inside the box at the

front of the room, they will find what you are talking about

Ask the participants to stand in a straight line Then, ask each participant to

come to the front, one by one, and look into the box to see the special thing

you are talking about Ask them to return to their seats and remain silent

After everyone has returned to their seats, write on the flip chart: “YOU are

somebody special.” Explain to the participants that each one of them is created

in God’s image

4 Tell the participants that you will begin with a passage from the Bible:

Just as each of us has one body with many members, and these members do not all have the

same function, so in Christ we who are many form one body, and each member belongs to all

the others We have different gifts, according to the grace given us If a man’s gift is

prophesy-ing, let him use it in proportion to his faith If it is servprophesy-ing, let him serve; if it is teachprophesy-ing, let him

teach; if it is encouraging, let him encourage; if it is contributing to the needs of others, let him

give generously; if it is leadership, let him govern diligently; if it is showing mercy, let him do

it cheerfully Love must be sincere Hate what is evil; cling to what is good Be devoted to one

another in brotherly love Honor one another above yourselves Romans 12:4–10

5 Ask the participants what this passage is about and what it intends to teach

us After hearing a few responses, explain that the passage tells us that we are

all unique individuals who have been given special gifts and talents We are all made in the image of God, and each one of us is important to Him It is our

job to love ourselves and others This will be the focus of Session 2

6 Open the session with a short song or reflection

Note: Check your attendance record from the vious session to determine whether there are new participants If so, ask the new participants for their names and be sure to write them in the record.

pre-Step 2 My Unique Self (30 minutes)

1 Give participants a sheet of paper and pen or pencil and ask them to draw

a picture of themselves on the paper

2 After about 15 minutes, ask for a few volunteers to share and describe their

drawings with the group Pay close attention to how participants describes

themselves — it is likely they will talk only about their physical characteristics

If participants do this, be sure to ask them to describe other things about

them-selves, such as what kind of people they are, how they treat their families, how

they treat their friends, how they perform in school, etc

3 Then, ask all of the participants to hold up their drawings for everyone to

see Mention that when we look at these pictures, all of them are different The

way the faces are depicted or the bodies are drawn are all distinct and special

Remind the participants that difference is good — it means we are all unique and

wonderfully made Tell the participants that because all of them are unique and

special, they should do all they can to protect their bodies, minds, and spirits

4 Explain to the participants that we live in a society that places great

impor-tance on how people look on the outside This is especially true for young

people who are going through puberty But the way we look on the outside is

not as important as the way we feel on the inside How we feel about our

bod-ies, our minds, and our spirits affects self-esteem Understanding self-esteem is

vital to forming healthy relationships with friends and family, and it is critical

to making appropriate, responsible decisions If young people do not

under-stand how they feel about themselves, they may unconsciously look to others

to boost their self-esteem This may lead to making poor decisions

Step 3 Introduction to Self-esteem (30 minutes)

1 Tell the participants that in today’s session, they will be talking about a

very important concept called self-esteem

2 Ask the participants to brainstorm together the definition of this term

Write the responses on a flip chart paper

3 After brainstorming, provide the

participants with the definition of

self-esteem, which should be written

on flip chart paper ahead of time

Explain to the participants that

good self-esteem means you have

a positive opinion of your own character and abilities If you have good

self-esteem, you feel good about yourself — you love and respect yourself You

believe that you are worthwhile and deserve to be loved and respected by others

Self-esteem = How you value yourself; how you feel about yourself; what you think of yourself; your opinion of your- self; relates to your perception of what others (e.g., friends, family, teachers, pastors) think or expect of you.

4 After ensuring that the participants understand self-esteem, divide them into two groups Give each group a piece of blank flip chart paper Ask one group to write down characteristics of someone with good self-esteem and the other group to write down characteristics of someone with poor self-esteem After about 10 minutes, bring the two groups back together Ask for a volun-teer from each group to share their answers with the entire group Be sure the following points are covered:

5 Explain to the participants that how we see ourselves often determines how

we will behave A person with good self-esteem who values himself or herself will not be easily influenced to engage in risky behaviors Good self-esteem helps young people to make the right decisions and to say no to peer pressure When young people have good self-esteem, it can help protect them against dangerous behaviors, such as smoking, drinking alcohol, using drugs, or having sex before marriage

End the activity by reading the following passage from the Bible:

The apostle Paul wrote to Timothy, “Don’t let anyone look down on you because you are young, but set an example for the believers in speech, in life, in love, in faith and in purity.” 1 Timothy 4:12

Emphasize to participants how valuable they are, how much God cherishes them, and what God expects of them

Well-formed opinions and values

Independent thinker and doer

Able to say no to peer pressure

Believes she or he will succeed

Characteristics of Poor Self-esteem

Self-doubting, insecure, and vulnerable (“I can’t, I’m ugly, I’m not smart enough”) Passive or overly aggressive

Not engaged, does not participate Negative attitude

Unsure of opinions and values; opinions and values based on others

Easily influenced by what others think and do

Gives in to peer pressure Believes she or he will fail

Step 4 Valuing Me (30 minutes)

1 Tell the participants you would like them to think about their own esteem Ask them to write on a sheet of paper three things they like about themselves

self-2 After about 10 minutes, ask participants to share one thing they like about themselves Applaud after each participant speaks

3 Discuss the following questions:

l Why is it difficult to say good things about ourselves?

l What is the difference between acknowledging our talents and boasting?

l How can we accept our uniqueness and appreciate differences?

Explain that it is important for everyone to remember is that each person is uniquely created in God’s image Even if there are things that we do not like about ourselves, we are all still loved and accepted by God God loves us just

as we are — our good parts and our not-so-good parts We are all special beings who are worthy of His great love Remind the participants:

So God created man in his own image, in the image of God he created him; male and female he created them God saw all that he made, and it was very good Genesis 1:27, 1

Step 5 Making Decisions for Myself (30 minutes)

1 Introduce the participants to the next activity, which is a role-play between

a younger brother (12 years old) and an older sister (16 years old) Ask two

pre-selected role-players to act out the scenario.

Role-Play: Making My Own Decisions

Brother: Can we talk?

Sister: About what?

Brother: About school.

Sister: Why? What’s going on?

Brother: Well, I’m sort of in trouble at school, and I’m worried that Mom and Dad

are going to find out.

Sister: What do you mean you’re in trouble? What kind of trouble?

Brother: Well, last night I was caught drinking beer behind the school One of my

teachers saw me I think the teacher is going to talk to Mom and Dad.

(continued on next page)

2 Discuss the following questions with the participants:

l Does the role-play show a common problem or concern among young people in your community?

l Does the younger brother have good or poor self-esteem? Why?

l Does the older sister have good or poor self-esteem? Why?

l Do you agree with the way the older sister handled the situation?

l Do you think the younger brother has learned a lesson?

l How would you respond if this young boy were your brother?

Step 6 Do Looks Really Matter? (30 minutes)

1 Introduce the participants to the next role-play between two girlfriends (14

years old) Ask two pre-selected role-players to act out the scenario.

Sister: What??? You were drinking??? Are you crazy??? You’re not old enough to

drink What were you thinking? Were you by yourself?

Brother: No, I was with two friends Well, they’re not really friends, just some older

boys from school Look, I didn’t mean to do it! They begged me to try They told me that drinking beer was cool, and it tasted good I only had a few sips They said no one would see us, since it was evening Boy, was I wrong!

Sister: This is serious You should not be drinking Why are you spending time with

these older boys? Drinking is very dangerous It can lead to even bigger problems like drugs, or sex, or even HIV if you are not careful.

Brother: I know that I promise I will never do it again I have already decided that I

am not going to hang out with those guys ever again I even told them that Sister: That’s good But, you need to talk to Mom and Dad.

Brother: No way! They will kill me!

Sister: Mom and Dad are going to find out anyway I am sure the teacher will talk

to them.

Brother: Okay, you are right I will talk to them tonight.

Sister: That’s good But, I am worried about you If this ever happens again, please

promise me that you will say no and walk away And if you ever need help, please come to me I will do whatever I can to help you.

Brother: I promise that I will say no I have learned my lesson I thought about it a

lot, and drinking is a stupid thing There are more important things in life than that … like hanging out with my real friends, playing football, and going to church.

(continued from previous page)

2 Discuss the following questions with the participants:

l Does the role-play show a common problem or concern among girls and young women in your community?

l Do boys and young men ever experience this kind of problem or concern?

l Does Friend 1 have good or poor self-esteem? Why?

l Does Friend 2 have good or poor self-esteem? Why?

l Do you agree with the way Friend 2 handled the situation?

l Do you think Friend 1 learned anything from Friend 2?

l How would you respond if you had a friend who suffered from poor self-esteem?

Role-Play: Do Looks Really Matter?

Friend 1: I hate myself!!!

Friend 2: Why? What are you talking about?

Friend 1: I am so ugly! I have all these pimples, and look how kinky my hair is.

Friend 2: You are not ugly Why do you say that?

Friend 1: Look at me! My face and hair are a mess And my clothes are terrible I am

Friend 2: What is wrong with you??? Why are you talking like this???

Friend 1: Well, it’s just that Anna is so attractive, and she is the most popular girl at

school All the boys like her.

Friend 2: Yes, she is popular, but who cares? Lots of people like you They think you

are funny, intelligent, and friendly.

Friend 1: None of those things matter If I look ugly on the outside, no one cares

what is on the inside I need a new face and some new clothes.

Friend 2: I disagree with you! What is most important is what you think and feel in

your heart and how you act People notice physical appearance, but it is not the most important thing It does not define who you are.

Friend 1: I am not so sure

Friend 2: I think you need to take a REAL look at yourself and see what a wonderful

person you are, both inside and outside.

Friend 1: Well, I don’t think so

Step 7 Consequences of Poor Self-esteem (20 minutes)

1 After completing the two role-plays, facilitate a discussion with the pants about the consequences of poor self-esteem Ask the following questions:

partici-l What do the two role-plays teach us about self-esteem?

l How does good self-esteem affect our thinking and behavior?

l How does poor self-esteem affect our thinking and behavior?

l Do young people ever do things to hide their poor self-esteem? If so, what kinds of things do they do?

l Are there consequences for these kinds of behaviors?

l Do young people with poor self-esteem give in easily to peer pressure?

l Do you know someone who has good self-esteem? Do you know someone who has poor self-esteem? Describe them

l How are these two people similar or different? Do they think or act

differently?

l What are some things you can do to improve your self-esteem?

Step 8 Problem-Solving with a Partner (30 minutes)

1 Explain to the participants that everyone has problems in their lives that may affect their self-esteem Sometimes, the best way to address these issues

is to talk to another person about them and to problem-solve together The next activity is going to be an opportunity to discuss a problem with another participant and brainstorm together how to solve the problem Ask the partici-pants to break into pairs For about two to three minutes, one person should share a problem or challenge that he or she is facing with regard to self-esteem Together, the pair should try to solve the problem or challenge After 10 min-utes, the other person should share a problem or challenge that he or she is facing with regard to self-esteem Together, the pair should try to come up with solutions for that person

Examples of problems or challenges the participants may be facing include:

l Dissatisfaction or embarrassment with physical appearance

l Problems in school

l Pressure to be more popular

l Fighting with a family member

l Loss of a friend

l Death in the family

l Pressure to smoke

l Pressure to drink or take drugs

l Pressure to have a boyfriend or girlfriend

l Pressure to have sex

2 After 20 minutes, ask for a few volunteers to share some of what they learned with the entire group Write the problems or challenges and potential solutions on flip chart paper Be sure to emphasize the importance of confiden-tiality during this activity.

Step 9 Tips for Good Self-esteem (10 minutes)

1 Write the following tips on index cards (or small pieces of paper), one tip per card Hand the cards to various participants Tell the participants that you want to share with them a list of things they can think about or do to improve their self-esteem Ask those participants who received cards to read their tips out loud

Step 10 Take-Home Messages (5 minutes)

1 Close the session by stressing the following:

l Different people feel differently about themselves How young people feel about their bodies, minds, and spirits has a dramatic impact on their self-esteem Understanding self-esteem is vital to forming healthy relationships with friends and family, and it is critical for making good decisions

Tips for Good Self-esteem

l You are unique and special Try not to compare yourself to others Be proud of

yourself and your own individual characteristics!

l Recognize your own talents and appreciate yourself for who you are You are

pleasing and perfect in the eyes of God!

l Make a list of your best qualities and read it often.

l Learn from previous mistakes and keep on living Let your hope keep you joyful

Be patient with yourself.

l Know yourself and the qualities you could improve Do not put yourself down

Focus on your positive characteristics!

l Be realistic with yourself Set achievable goals and be proud of yourself when you reach one.

l Allow yourself to dream and work toward making these dreams come true When

a dream becomes real, you will be filled with joy and great satisfaction.

l Believe in yourself and your abilities You are someone who can achieve things You can do it!

l Look at problems as learning experiences You can always learn something new from them and become a better person.

l Good self-esteem means you have a positive opinion of your own character and abilities If you have good self-esteem, you feel good about yourself, and you love and respect yourself You believe that you are a worthwhile person and that you deserve to be loved and respected by others.

l How you see yourself can determine how you will behave A person with good self-esteem who values himself or herself will not be easily influenced

to engage in risky behaviors, such as smoking, drinking alcohol, using drugs, or having sex before marriage Good self-esteem helps young people

to make the right choices and to say no to peer pressure

l Everyone likes and dislikes things about themselves It is normal to feel this way However, it is important to remember that we are all uniquely created

in God’s image We are all special and worthy of God’s great love

l Everyone has problems in their lives that may affect self-esteem Sometimes, the best way to address these issues is to talk to a friend or a trusted adult and problem-solve together

2 Before ending, ask if the participants have any questions about what was discussed Clarify and answer any questions or concerns that may arise

Step 11 Closing (5 minutes)

1 Share with the participants how excited you are about the CFLE-Y

program, and thank them for coming Tell them you hope they are looking forward to the next session! Ask the participants to share with others what they have learned today

2 Remember to invite the participants to the next session and give the place and time

3 End the session with a short song or reflection

Session 3 What Are My Values?

Purpose of the Session

The purpose of this session is to introduce the participants to different kinds of

values, describe how values are shaped, and explain how values influence our

decisions and behavior

Materials

l Flip chart stand and paper

l Markers

l Tape

l Money (a few coins and paper notes of different values)

l Prepared flip chart for Step 3 (page 31)

l Blank sheets of writing paper

l Pens or pencils

l Prepared flip charts for Step 4 (page 32)

l Three signs with titles: “Agree,” “Disagree,” and “Not Sure”

l Prepared flip chart for Step 6 (page 35)

l Bible (for reference)

Before You Begin

l Carefully read all content for the session

l Read each step of the session Think about how you will present each step

and what materials you will need

l Identify which steps will need to be prepared in advance and complete the

necessary tasks

l Review any additional information that will help you to better prepare for

the session

l Check local resources for materials related to this session that could be

distributed to youth — be proactive!

Objectives

By the end of the session, participants will be able to:

l Define the meaning of values

l Identify the values that are important to them

l Identify the values that are important to their families

l Explain where values come from, e.g., family, religion, culture

l Express their values to others and respect the values of others

l Describe the relationship between values and behavior

l Define how to make decisions consistent with one’s values

 hours

45 mins

Step 1 Welcome and Reflection (5 minutes)

1 Welcome the participants and thank them for coming Let them know that you are so happy they have come to the session

2 Ask if there are any new people

joining for the first time If so, ask

them to introduce themselves and

give them a special welcome Tell

them you are glad they have joined

the group

3 Tell the participants that you will begin with two passages from the Bible:

But the fruit of the Spirit is love, joy, peace, patience, kindness, goodness, faithfulness,

gentle-ness, and self-control Against such things there is no law Galatians 5:22–2

He answered: “Love the Lord your God with all your heart and with all your soul and with all

your strength and with all your mind,” and “Love your neighbor as yourself.” Luke 10:27

4 Ask the participants what these passages are about and what they intend

to teach us After hearing a few responses, explain that the passages tell us that our attitudes and behaviors (i.e., “the fruit”) should always reflect our beliefs

and values and the “spirit” that is within us The second passage teaches us

that by loving the Lord and loving your neighbor as yourself, you will live with God in your heart and value the same things that God values This will be the

focus of Session 3

5 Open the session with a short song or reflection

Step 2 Introduction to Values (20 minutes)

1 Introduce the participants to today’s session on values by placing several

coins or paper notes of different value on the table Ask for a volunteer to

come to the table and choose a coin or note Ask the participant why or how

he or she chose the money It is likely the participant will choose the one that

has the highest value

Write the word “Value” on flip chart paper Ask the participants to give

examples of what has value Record all of the responses If the group only lists material things, ask for examples of things that are intangible, i.e., things that

cannot be seen or touched but still hold great value Write all of the responses

on flip chart paper and be sure to include the following:

2 Explain to the participants that in today’s session, we will talk about

values, or things that have value in our society, especially those values that are

intangible Read out loud the definition of the word “values.”

3 Explain that values mean different things

to different people Values help to define who

we are and determine our behavior Give the

following examples:

l Someone who values family loves and cares

for his or her spouse, children, and home

l Someone who values health eats

nutri-tional food; exercises regularly; and avoids

tobacco, alcohol, and drugs

l Someone who values education studies hard and passes his or her

examinations

l Someone who values marriage chooses not to have sex before marriage.

l Someone who values generosity shares his or her wealth with other family

members

l Someone who values kindness reaches out to those in need in the community,

such as persons living with HIV/AIDS

Ask for two or three additional examples from the participants Tell the group

that during this session, they will begin to identify their own values and things

that are important to them

Step 3 What Am I For and Against? (40 minutes)

1 Post the prepared flip chart paper with the following questions Ask the

participants to write answers to these questions on a sheet of paper

2 After about 15 minutes, ask a few volunteers to share their responses to the

three questions

3 Conclude this activity by briefly discussing the questions below:

l From where do we get our values?

l What are examples of values taught by the family?

l What are examples of values taught by our religion?

l What are examples of values taught by culture?

For and Against

1 What are two things you believe in and are willing to fight for?

2 What are two things you do not believe in and are against?

 What are two things that guide your behavior and life?

Values = Principles that help guide us when deciding what is right or wrong; deeply held beliefs that are demonstrated through our daily actions and behaviors; qualities considered worthwhile or desirable by the person who holds them; things that we support or oppose.

Step 4 Family Values (50 minutes)

1 Remind the participants that a person’s values are important and ingful to her or him And, though they may be at odds with your values, it is important to respect people’s right to their own opinions

mean-Explain that often people who make decisions based on what they value will feel good about their decisions, while people who make decisions that are in conflict with their values are often unhappy and may regret it It is important

to make decisions and live life according to your personal values

No one forces you to choose your values, but your family, friends, teachers, religious leaders, and culture can influence the values you choose Tell the participants that the family is one of the most important and powerful sources

of messages about values Children learn and acquire many of their values from their parents and other family members

2 Divide the participants into four groups Assign each group one of the sets

of values questions, written on flip chart paper Ask each group to discuss their set and why different families’ values might be different

3 After 20 minutes, ask each small group to report to the entire group

Values Questions

1 How does your family feel about ?

l Drinking alcohol

l Participating in sports in school

l Kissing a boyfriend or girlfriend

2 How does your family feel about ?

l Using contraceptives (family planning)

l Having sex before marriage

l Going to church on Sundays

3 How does your family feel about ?

l Dating a much older man or woman

l Going to university after completing secondary school

l A boyfriend or girlfriend coming to visit you at home

4 How does your family feel about ?

l Having friends visit when your parents are at home

l Going to sleep over at your friend’s house

l Wearing clothes that reveal your body in public

4 Conclude this activity by discussing the questions below:

l Are values important in your family? Why or why not?

l Are you aware of your family’s values on all of these topics?

l Are there values in your family that no one speaks about openly but that are still clear anyway? If so, which ones? How did you get messages about these values?

l Do values ever change over time? If so, how?

l Do males in your family have different values than females? On which topics?

Step 5 Vote with My Feet (40 minutes)

1 Post the three signs entitle “Agree,” “Disagree,” and “Not Sure.” Explain

to the participants that when people value something, they are usually proud to tell others and are not afraid to share their beliefs

Values clarification means sorting out one’s own “real” values (intrinsic) from the values of the outside world (extrinsic) It includes separating one’s personal beliefs from the beliefs of others and saying what we really mean Too often, people say things they do not really believe because they think that is what others want to hear This can be dangerous and lead people to make poor decisions

2 Explain to the participants that they will now have an opportunity to express and clarify their feelings about particular values Tell them that you will read several (six or seven) statements out loud After you read the first statement, each participant should decide whether they agree or disagree with the statement or are unsure about it and stand under the sign on the wall that matches their position There are no right or wrong answers in this exercise All participants are entitled to their own values No one should try to influence another person’s position

After you read a statement and the participants have moved, ask for a few volunteers to explain their positions Repeat this process with five or six more value statements Make sure you hear different points of view Remember that declaring and expressing values is the most valuable part of this activity

Following is a list of value statements that may be used for this exercise

Choose six or seven statements that are appropriate for your participants You may modify this list by adding statements appropriate to your setting

Value Statements

l It is okay to have a child before marriage

l If your friends drink alcohol, it is okay for you to do it, too

l You can earn a decent salary without finishing school

l The boy should pay when a boy and girl go out on a date

l Having a baby will hold a relationship together.

l Boys or men should not cry

l It is okay for a man to have premarital sex

l It is okay for a woman to have premarital sex

l Having sex with an older man or woman for money is okay

l A 15-year-old girl who wants a contraceptive should be able to get it out difficulty

with-l People with HIV should not be allowed to marry

l In a family, financial support is the father’s responsibility

l Men and women are equal

l You should have sex only with someone you love

l Having a job you enjoy is more important than earning a lot of money

l Waiting to have sex until you are an adult is a good idea

l A man who fathers a child but does not assume responsibility for the child should be punished by law

3 Conclude this activity by briefly discussing the questions below:

l How easy or difficult was it to decide your positions? Why?

l Did you feel peer pressure during this activity?

l Does peer pressure influence your decisions in other situations? Why or why not?

l Would your parents have similar or different positions on these values? Why or why not?

l Why do you think it is important to have values and remain faithful to them?

Step 6 Linking Values to Behavior (60 minutes)

1 Explain to the participants that you will now look at how values relate

to behavior Remind the group that values are things we feel strongly about, things we are either for or against Ask the group to name people they know or famous people who have felt very strongly about something and have acted on their values Possible ideas include:

l Jesus Christ — For His love and forgiveness and act of sacrifice on the cross

l Princess Diana — For caring about AIDS orphans

l Mahatma Gandhi — For valuing peace and nonviolent resistance

l Martin Luther King, Jr — For his nonviolent struggle to end racial

segregation in America

l Mother Teresa — For her care of the poor and suffering

l Nelson Mandela — For his struggle against apartheid and his fight to end

stigma and discrimination against those living with HIV/AIDS

l Aung San Suu Kyi — For her defense of human rights in Burma

l Kofi Annan — For championing world peace, human rights, and

development

Ask the participants to give other examples Record the names of the people, their values, and their related behavior on flip chart paper.

2 Next, ask the participants to think of examples of people whose values or behaviors have influenced their own lives in some way Tell them to turn to a partner and share their examples

3 Explain to the participants that sometimes young people do not behave according to their values Ask the group to reflect for a few minutes on why this happens Then, ask a few volunteers to share their thoughts Record the responses on flip chart paper

4 Conclude this activity by discussing these questions, prepared on flip chart paper:

How does it feel when you assert your values when friends disagree with your

position?

Possible responses: You feel strong and proud; you feel scared or embarrassed; you worry

you will lose your friends.

What happens when your behavior does not reflect your family’s values?

Possible responses: You argue with your parents; you sneak or lie; you remain silent to

avoid making your parents angry.

What happens when your behavior does not reflect religious or spiritual teachings?

Possible responses: You feel guilty or embarrassed; you stop attending church; you avoid

spiritual leaders in the community.

What influences people to behave in ways that are consistent with their values?

Possible responses: It feels good to follow one’s values; parents and other adults reward

behavior that reflects the values they teach; it feels good to be close to God.

What influences people to behave in ways that are inconsistent with their values?

Possible responses: The desire to experiment with or “try” someone else’s values; peer

pressure; the fear of losing friends; a need for personal gain; an opportunity to make someone else angry; a way to rebel or get attention.

When should you reexamine your values and their effect on your future life?

Possible responses: Every time you are being pushed into an uncomfortable situation;

when you have a new or different experience; when more scientific information and knowledge becomes available.

Step 7 Take-Home Messages (5 minutes)

1 Close the session by stressing the following:

l Values are principles that guide your decisions and behaviors Your values are what you think is right or wrong

l You should strive to behave according to your values at all times

l Values define who you are and determine your behavior

l No one forces you to choose your values, but family, friends, teachers, religion, and culture can influence the values you choose

l A person’s values are important and meaningful, so they should be

respected Remember, different people have different values

l People who make decisions based on what they value feel good about their decisions People who make decisions that are in conflict with their values are often unhappy and may regret it It is important to live life according to your personal values

l Being able to take a stand in front of others shows that an individual is clear about his or her values

l Without values, you are vulnerable to making mistakes and poor decisions

2 Before ending, ask if the participants have any questions about what was discussed Clarify and answer any questions or concerns that may arise

Step 8 Closing (5 minutes)

1 Share with the participants how excited you are about the CFLE-Y

program, and thank them for coming Tell them you hope they are looking forward to the next session! Ask the participants to share with others what they have learned today

2 Remember to invite the participants to the next session and give the place and time

3 End the session with a short song or reflection

Session 4 Building Healthy Relationships

Purpose of the Session

The purpose of this session is to help the participants understand the qualities

of healthy relationships and how to maintain these relationships

Materials

l Flip chart stand and paper

l Markers

l Tape

l Prepared flip chart for Step 3 (page 39)

l Index cards or half-sheets of writing paper

l Blank sheets of writing paper

l Pens or pencils

l Prepared flip chart for Step 5 (page 42)

l Prepared flip chart for Step 6 (page 43)

l Bible (for reference)

Before You Begin

l Carefully read all content for the session

l Read each step of the session Think about how you will present each step

and what materials you will need

l Identify which steps will need to be prepared in advance and complete the

necessary tasks

l Review any additional information that will help you to better prepare for

the session

l Check local resources for materials related to this session that could be

distributed to youth — be proactive!

Objectives

By the end of the session, participants will be able to:

l Define the different kinds of relationships a person can have with others

l Describe three qualities that can help or enhance a relationship

l Describe three qualities that can hurt or destroy a relationship

l Explain five qualities of a healthy relationship

l List five kinds of behaviors or actions that strengthen a relationship

l List five important characteristics to look for in a friend

4 hours

20 mins

Step 1 Welcome and Reflection (5 minutes)

1 Welcome the participants and thank them for coming Let them know that you are so happy they have come to the session

2 Ask if there are any new people

joining for the first time If so, ask

them to introduce themselves and

give them a special welcome Tell

them you are glad they have joined

the group

3 Tell the participants that you will begin with three passages from the Bible:

A friend loves at all times, and a brother is born for adversity Proverbs 17:17

Dear children, let us not love with words or tongue but with actions and in truth 1 John :18

Do not be misled: “Bad company corrupts good character.” 1 Corinthians 15:

4 Ask the participants what these passages are about and what they intend

to teach us After hearing a few responses, explain that the passages tell us that

we must treat others with love, kindness, and truth Our actions must speak

louder than our words The passages also tell us that we should form healthy

relationships with people, not bad or corrupt ones This will be the focus of

Session 4

5 Open the session with a short song or reflection

Step 2 Hands and Feet Pushover (20 minutes)

1 Divide the group into pairs If there is an odd number of participants,

a facilitator can be someone’s partner Each pair should stand facing each

other with arms outstretched so that palms touch Each person should take

a turn rocking toward his or her partner (this should be done gently at first) The partner should push back gently and then rock forward This should

be repeated several times At first, the participants might treat this exercise

lightly with a lot of laughter After a while, encourage the pairs not to talk or laugh but to concentrate on the task The aim is to be able to rock backward and forward together in rhythm through good teamwork

2 After finishing the exercise, ask the participants what they thought of the

activity Was it fun? Was it challenging? What did they learn? The point of the

exercise is to help the participants to build a relationship with a partner and to find good rhythm and balance through teamwork

Note: Check your attendance record from the vious session to determine whether there are new participants If so, ask the new participants for their names and be sure to write them in the record.

pre-Step 3 Introduction to RelationSHIPS (40 minutes)

1 Explain to the participants that in the last session, they learned about

different types of values and how values can affect decisions and behaviors

Values can also affect relationships with other people, including family, friends,

teachers, religious leaders, and others Today’s session is about building healthy

relationships Tell the participants that we all have different relationships with

people at home, school, and church, and in the community

First, ask the participants to list the different kinds of relationships that they

may have with others Then, tell them that they will be doing an exercise that

will help them to better understand those relationships

Explain that family and friends are always

important to us Friends, especially, take on

greater importance during the teenage years,

and they may have a big influence on our

val-ues and ideas It is important that the

partici-pants try to build healthy relationships with

everyone during this time in their lives

2 Explain to the participants that

relation-ships can be compared to a ship at sea Display

the flip chart with the drawing of the ship

Explain that the ship itself represents a

relation-SHIP Point out that just as there are certain

things that keep a ship afloat and moving, such as calm seas, fuel, or a solid

body, there also are things that are needed to keep a relationSHIP afloat and

moving, such as love and trust Write these two words in the waves below the

base of the ship Also, point out that just as there are certain things that can

cause a ship to sink, such as a bad storm, wind, or no fuel, there are also things

that can cause a relationSHIP to sink or fail, such as dishonesty or lack of

sup-port Write these two words in the clouds above the ship

3 Tell the participants that they will be working in small groups to draw their

own kind of relationSHIP Divide the participants into four groups and give

each group one piece of flip chart paper and markers Each group will work on

one of the relationships listed below:

Group 1 = Relationship with immediate family (parents, brothers, and sisters)

Group 2 = Relationship with extended family (grandparents, aunts, uncles, and cousins)

Group 3 = Relationship with friends of the same sex

Group 4 = Relationship with friends of the opposite sex

Each group should draw a picture of a ship, with waves below and clouds

above The type of relationSHIP that has been assigned to each group

On flip chart paper, draw a large ship, waves, and clouds.